Songs have been present in peoples lives from the very beginning of humanity. They have been with us during religious ceremonies, in bars and in the shower. Songs have become an integral part of our language experience, and if used in coordination with a language lesson they can be of great value. The research, presented in this book considers a comparative study and analysis in the usage of song lyrics and the traditional more formal course book exercises in the teaching of Present Simple, Present Continuous and Past Simple tenses to year 7, 8 and 9 students. The aim of this book is to introduce the different methods of teaching English verb tenses, the use of song lyrics and music in the EFL classroom. It also focused on the reasons for using songs by demonstrating their effectiveness as a learning tool. The fact that grammar teaching may sometimes appear to be boring for certain students may make them rather unwilling to learn the grammar of a foreign language. In this situation, teachers should find some alternative, more motivating ways of teaching it.
This work is a Contrastive Analysis of the English future tenses and their Albanian equivalents. The tenses in general, and the future tenses in particular are difficult to be learned by the Albanian learners of English as a foreign language. In this study we have investigated and analysed what causes these difficulties. The Future tenses in both languages are analysed by manner of formation,form, usage, modality and aspect in order to find their similarities, dissimilarities and identities.
This book investigates the pedagogy of English as a second language with specific attention to the use of resource materials in the classroom. The book highlights the use of different types of resources at the teachers' and learners' disposal for improving teaching and learning of English. This book is intended for secondary school teachers and any other scholars interested in the teaching of English as a second language
The study sheds light on the use of role-plays in speaking activities in primary school and considers its contribution to students’ motivation to mastering the language. The work describes the specific features of the use of role-plays at the English language lessons in primary school and suggests guidelines to the most effective ways of its organizing at the lesson. The value of the research lies in the development of pedagogical and methodological aspect of the use of role-plays in primary school. The obtained data may be used by teachers of English as a foreign language at schools and kindergartens and by lecturers on methodology of the English language teaching and pedagogic.
Teaching the English language in the 21st century requires from English teachers the greatest innovation in term of pedagogy and classroom management in order to help learners acquire the language properly. Thus, teaching English perfectly includes the use of some modern pedagogical and linguistic tools. This survey on the Best Practices in teaching English to speakers of other languages (TESOL) in the West African context aims to help teachers from the four corners of the world in observing salient practices for better success in teaching English to their students. This book draws junior and senior English teachers attention on the necessity to improve teaching and learning methods not only through professional development but also by applying some new techniques to help students reach outstanding results.
The increasing importance of communication in our globalizing world has brought forth the necessity of learning a foreign language. Countries have been working on teaching their languages. The number of similar studies in Turkey increases gradually and in this context, teaching Turkish to foreigners has become common rapidly. Turkish is taught in many places not only in the country, but also internationally. Institutions teaching Turkish compose their own teaching materials in parallel with their curriculums. Various approaches in terms of content can be observed in these curriculums. As also seen in the coursebooks evaluated in one of the chapters of this study, tenses in Turkish are taught in different orders. This case, which is also regarded as a variance of approaches, exhibits the lack of a universal attitude towards teaching Turkish to foreigners.The purpose of this study is to propose solutions to the matter of teaching order of tenses in Turkish teaching programs, as well as propounding a standardized approach towards this issue. As an outcome of this research, a sample lesson plan is also attached.
This study sought to establish secondary school teachers’ interpretation, choice and use of second language theories and approaches in the teaching of English. This was achieved through the objectives of the study which were to evaluate factors that influenced teachers' choice of content, determine theories put in practice by teachers and establish the relevance of teaching and learning activities that were designed to achieve teaching goals. The study concluded that several factors including teacher personality and training and the caliber of learners influenced teachers' choice of the various theoretical approaches that were used. It recommended a refocus on theoretical approaches by all teachers as a way of stemming the crisis that English teaching finds itself in. These are of benefit to practicing teachers of English. English language teacher trainers’ specialists of English language education.
Reservations have been raised about the integrated approach to the teaching of English in secondary schools in Kenya since its introduction in 1985. This book provides an insight into stakeholders'' conception of the integrated English language curriculum for secondary schools, preparation of teachers of English to implement the integrated English language curriculum, use of integrated approach in English language lessons and in other subjects, extent to which external evaluation of English language is based on the integrated approach, extent to which English language textbooks are based on the integrated approach, extent of integration in the English language syllabus in terms of objectives, content, learning activities, teaching methods, suggested resources and evaluation procedures and challenges and opportunities available in improving the use of the integrated approach in English language teaching and learning. The book reveals areas of deficiency in the English language curriculum and teacher education. It provides opportunities for review of both the curriculum and pedagogy in secondary schools.
The methodology of Teaching English as a Foreign Language has always been a priority in the field of educational sciences. Scientists along with teachers constantly develop new methods and approaches to teaching foreign languages or improve the existing ones. The teachers` duty is to be familiar with all of them, to know their strong and weak points and of course, to be able to use them in their foreign language classroom. The book "The Theory and Practice of English Language Teaching" is a useful tool for all teachers of foreign languages, for students in the field of education and to students performing pre-service teaching activities. It highlights the most important approaches to teaching English as a foreign language, gives practical ideas of developing pupils` reading, listening, writing and speaking skills and also ideas used in modern assessment.
Computers are used in language teaching and learning for many years and for many applications. This study explores the uses of computer in teaching listening and speaking skills to EFL learners. It presents useful suggestions for EFL teachers to use computer technology in their teaching. It also highlights the students' attitudes towards the use of computer in their learning of English. It is a significant study because it was done in a context not studied before.
This study sought to establish how teachers of English use drama techniques to teach. It aimed to establish how effective language teaching could be achieved through use of drama techniques that enhance authentic language use through learners’active participation. The study addressed the missing link between teachers methodology, choice of content and learners participation that justified the need to use classroom drama with shortcomings in the latest publications of English course-textbooks in mind. The study revealed that use of drama techniques was limited because teachers selected approaches that would enable them to easily complete the syllabus. In addition, drama techniques use was challenged by inadequate time allocated for teaching of English and the teachers unpreparedness to use it because of the tasks involved in preparation for such lesson. The study recommended that lessons be preceded with drama,or activities that stimulate learners. There was need to select a method that would ensure that learning was student-centered rather than teacher-centered. The findings would be useful for teachers and course designers for the improvement of quality of teaching and learning.
Literature in Language Teaching is a proposal to use literature as a resource for English language teaching in Ugandan secondary schools. It originates from my experience as a student, teacher of English and Literature in Ugandan secondary schools, and as a teacher trainer. The study examines the historical and geographical background of Uganda, and the educational problems with emphasis on the teaching of English language. This includes: the educational system, language policy, profiles of English language teachers, the problems of teaching English language, literature on the school curriculum and in integrated English course books, and the problems of teaching literature. It gives the background of literature in education and its importance in ELT. It also discusses different approaches and methodologies of teaching literature as a subject and as a resource for English language teaching and provides useful criteria for selecting literary materials for the language classroom. The study further discusses opinions of secondary school students, teachers, and trainee teachers on using literature as a resource for English language teaching and their experiences.
One of the most effective skills in studying English is the ability to feel confident in using different grammar structures. The reference guide helps to find your way through the maze of numerous English verb forms in a short time. Such categories as voice, mood, basic verb forms, sentence structures are defined and explained in a form of tables with several examples to each rule. The combined chart of tenses is given in the guide too.
This study explores the Saudi teachers' of English attitudes towards teaching grammar using different methods in middle and secondary schools. It focuses on the deductive and inductive method as well as teaching grammar rules at sentence and discourse level. This can contribute positively to arrive at a better understanding of how the Saudi teachers think of teaching English grammar in the Saudi schools. In addition, this topic can be identified as of particular importance to teachers, policy makers, teaching authorities and curriculum designers in the sense it helps them determine what teachers think of when using different approaches in teaching English grammar at Saudi schools and what are the negative and positive impact of various approaches when they are put into actual use.
The strategies for teaching English have undergone various changes due to the gradual changes in the approaches that underpin language learning. This study sought to investigate how teachers of English in a Tanzanian secondary school use various strategies to help learners develop communicative competence in English. The literature reveals that the teaching of English in Tanzania is encumbered by many challenges. The study confirmed that both teachers and students face challenges that impede the use of more effective. strategies in developing language competence. Such challenges include learners’ language background, inadequate teaching and learning resources and teachers’ lack of knowledge and skills in using CLT methodology, coupled with poor teacher training among other challenges. In addition, the findings established that though the teachers of English endeavor to use a variety of strategies, there is a need to improve the way these strategies are used so as to develop communicative language competence in learners. The study recommends that teachers of English should employ more interactive CLT strategies that would enhance communicative language competence in learners.